Offers an analysis of Galbraith's article (see SO516716) agreeing mostly with the major points it makes concerning the limitations of the concept lists and the general lack of content illustrating the competing theories. Offers data showing what is learned by high school students regarding certain economic concepts. (JDH)

Critiques Thurow's paper on the evaluation of economic performance (see SO516719). Concludes that the Joint Council's "Framework" offers a solid foundation for teaching about economic performance if the Joint Council can persuade high school economics teachers to use it. (JDH)

Outlines and discusses an activity-based economics course that will teach secondary students in Great Britain about money and banking. Examines course content and objectives, resources, teaching methods, and assessment techniques. (RM)

Argues that economics education should be an essential part of the elementary curriculum for "at-risk" students. Lists major concepts which should be included in the curriculum. (JDH)

Maintains that economics educators must provide more training to K-6 teachers, and that this training must model, not just talk about, effective teaching practices. Argues that good instructional practices for "at-risk" children are the same as those for others. (JDH)

Describes a learning activity intended to introduce students in fourth-grade social studies classes to basic business and consumer economics practices. The activity involves forming groups of business partners, deciding on a type of business to set up, deciding how to obtain land and set up a store, creating a money system, advertising, arranging…

Proposes strategies and activities for use by elementary school social studies classroom teachers as they develop and implement consumer education programs. Guidelines include defining the problem, identifying goals, considering alternatives, analyzing consequences, and selecting a solution in terms of goals. (Author/DB)

THE NEED FOR MAJOR CURRICULUM REVISION IN HOME ECONOMICS AT THE SECONDARY, POST-HIGH SCHOOL, AND ADULT LEVELS, FOR A REDEFINITION OF THE FIELD, AND PERHAPS FOR A NEW AND MORE DESCRIPTIVE NAME, IS EMPHASIZED BY FACTORS SUCH AS (1) THE ACCEPTANCE OF NEW VOCATIONAL PURPOSES AND THE EMERGING EMPLOYMENT EDUCATION PROGRAMS, (2) THE IMPACT OF…

To determine the quantity and quality of vitamin A and iron rich foods purchased and prepared by Panamanian homemakers, interviews were held with 31 women who were present in a health clinic adjacent to a food market in Panama City. The interview schedule sought information concerning not only the type and amount of food purchased and the method…

Reviews literature dealing with children's understanding of economic concepts. Suggests that developers of economic education curriculum for elementary school should be aware of cognitive development and of children's informal economic learning from parents, the mass media, and interactions in economic behavior settings. (Author/DB)

This discussion of home economics as a discipline which should focus on its affective foundations, covers the following areas: Affective context of home economics education, the adequacy of the home economics value complex for coping with environmental problems, and toward an acceptable environmental ethic. (SH)

Provides a critique of Culbertson's paper on international trade (see SO516710). Critiques Culbertson's treatment of national sovereignty and the general welfare, international wage differentials, and prices and competition. (JDH)

An economics course for senior high school students which relies on cameras and cassette tape recorders in one locally developed project is described. A second is the effort by another high school to indicate a social studies curriculum meaningfully related to the real world. (Author/KM)

Examines normative and methodological foundations of teaching international political economy. Stresses the need for a critical value perspective, an historical approach, and a holistic and historically grounded theoretical framework. (Author/DB)

Describes and evaluates the economic education component which the Houston Independent School District, Houston, Texas developed in response to the Texas state mandate that economic concepts be incorporated into the existing social studies curriculum. Information is presented on rationale, need, justification, organization, and major concepts.…